In this qualitative study, the experiences, training, and challenges of teachers in primary schools in a community in southwest Nigeria were explored. The purpose of this study was to identify the experiences of teachers about their training for mother tongue instruction and how they teach pupils with the mother tongue or local language of the community, the challenges faced by teachers in teaching with the mother tongue, and the strategies used by teachers to overcome the challenges. This study found that teachers received no training and there is no curriculum for the training of teachers to teach in the mother tongue or local language, pupils understand better in their mother tongue, teachers face challenges such as language disparity, lack of orthographs in the local language, difficulty in teaching scientific words in the local language, lack of implementation and funding, teachers adapted methods such as collaboration with learners, and the use of technology in teaching to address the challenges they face. The information gathered helps policy makers, policy implementers, and institutions of higher education to know the importance of teacher training in achieving the aim of the language of education policy. This study concludes with a syllabus designed to train teachers in higher institutions in the southwest of Nigeria. This syllabus will aid the training of teachers and solve the challenge of poor teacher training in mother tongue instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]